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Kristen Seward
› B.A. in English Education
• 3 years in middle and high school
› M.S. in School Counseling and Guidance
 5 ½ years in middle schools
 9 years in high school
› In progress--Ph.D. in Gifted Education
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Now for you…..
Warm-up
 Defining “underachievement”
 Types of Underachievement
 Characteristics of Gifted Underachievers
 Contributing Factors of Gifted
Underachievement
 What Can We Do To Turn Gifted
Underachievers Around?
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What would you like to discuss related to
underachievement in gifted education
or in gifted education in general?

Please feel free to ask questions
throughout the presentation as they
come to you.
“It is not impossibilities
which fill us with the
deepest despair, but
possibilities which we have
failed to realize.”
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
Robert Mallet
How does this apply to our students?
 … to us as educators?
 On
one side of your notecard,
write down everything you can
think of regarding
underachievement.
 Complete
sentences not necessary.
 Be prepared to share your ideas.
 You have 3 minutes. GO!
50% of high-ability students do not
achieve well (Schultz, 2005).
 Between 18-25% of high school dropouts
are identified as gifted (Center for Comprehensive

School Reform and Improvement, 2008)

Concerning gifted students and college
(Peterson, 2000)
Attend College
Finish in 4 Years
Gifted
Achievers
100%
83%
Gifted
Underachievers
87%
53%
Thirteen years after high school,
the educational and occupational
status of high school
underachievers paralleled
their grades in high school,
rather than their abilities.
(McCall, Evahn, & Kratzer, 1992)
 “…a
discrepancy between potential
(innate ability; gifts) and performance
(achievement)” (Heacox & Cash,
2014).
 Must NOT be the result of a diagnosed
learning disability and must persist
over a period of one school year.

On the other side of your notecard, write down
the name of the first student who comes to your
mind after you hear each of the following
descriptions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Lacks self-confidence as a learner
Teacher-pleaser
Gifted learner
Fails homework, but passes tests
Completes schoolwork with little effort
Bored
Lazy but capable
Needs to be more challenged in school
Doesn’t persevere when the learning task is difficult
Doesn’t seem to have any goals
Displays feelings of inferiority
Loves to learn almost anything

Non-producers
› Fail to do daily work yet still pass tests and
perform well on standardized tests.
› Probably knew material already or learned it
more quickly than other students.

Selective producers
› Not motivated by grades, these underachievers
will engage in learning only when it is interesting
to them.
› Know they are smart and capable of high
performance.
Heacox & Cash (2014)
Disruptive, delinquent, hostile, touchy,
temperamental, frustrated
 Anxious, perfectionistic, worries about
failure
 Procrastinates, easily distracted, seems
unconcerned about work

Reis & McCoach (2000)
Now, who is coming to your mind?

High academic self-perception, but
underachievement determines
› the types of activities,
› the amount of challenge, and
› the level of persistence
Usually has negative attitudes toward
teachers, classes, and school in general
 Motivation and self-regulation (thoughts,
feelings, and actions related to attaining
goals) is negatively affected
 Goal valuation (degree to which task is
important, interesting, and attainable) is
also a factor

(Heacox & Cash, 2014)
The LARGEST DIFFERENCE
between achievers and
underachievers is in
MOTIVATION and SELFREGULATION (i.e., disengage or
make haphazard, shallow attempts at
work ) and in GOAL VALUATION
(i.e., have to value the work or the
outcome).
(Heacox & Cash, 2014)

Achievers are in a success cycle.
› Belief that they deserve success  Positive feelings
about school and learning  Desire to achieve 
Achievement  Belief that they deserve success
› Setbacks are temporary.

Underachievers are in a cycle of failure.
› Confidence as a learner is weak  Belief that they
do not deserve success  Negative feelings about
school and learning  Limits desire to achieve 
Failure  Confidence as a learner weakens
› No control over whether they succeed or fail.
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Both impacted by self-fulfilling prophecy
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Socio-emotional Factors
›
›
›
›
›

Perfectionism
Fear of Failure/Procrastination/No Risk-taking
Peer Influences/Conformity
Depression/anxiety
Social immaturity
Classroom and Curricular Factors
›
›
›
›
›
One Learning Goal for All/No Differentiation
One Learning Pace for All/No Differentiation
One Learning Path for All/No Differentiation
One Learning Choice for All/No ….
One Learning Expectation for All/No….

Family Factors
› Inconsistent and/or extreme parenting styles and
techniques
› Instability due to any kind of abuse or neglect
› Treating gifted child as an adult at too young of an
age
› Pressure to succeed

Cultural Factors
› “Achievement” is culturally defined and may
›
›
›
›
›
conflict with school’s definition
Values are culturally specific
Attitude-achievement paradox may exist
Intimidated by dominant culture
Language may be a barrier to school achievement
Inequity in educational opportunities
1.
2.
3.
4.
5.
6.
7.
8.
9.
An unusual or unexpected event
Power and control issues
Conflicting or unclear messages from
significant adults
Lack of an intellectually stimulating
environment and support for students’
passions
Fixed mindset of intelligence
Problematic beliefs (competition,
perfectionism, etc.)
Gender
Family dynamics (parenting styles, trust issues,
substance abuse, health issues, conflict, etc.)
Peers

Look over the list of students you
identified earlier.
› Who needs to be added to your list of
potential gifted underachievers?
› Which students have not been identified as
gifted and probably should be considered?

Create a list of students that you will talk
to your principal or school counselor
about.
 Let’s
 After
take a 10 minute break!
the break, we will discuss
what we can do to turn
around underachievement in
the classroom
Everyone please stand up.
 You may take your seat if you have NEVER
THOUGHT, SAID, OR HEARD….

› “My students are so unmotivated.”
› “I know my students can do better; they just
›
›
›
›
›
need to work harder.”
“I’m tired of hearing students’ excuses for their
failure.”
“Some capable students are just lazy.”
“Students have poor attitudes toward school.”
“My students are not working up to their
potential.”
“You can lead a horse to water….”
“There are three important things to
remember about education. The
first one is motivation, the second is
motivation, and the third is
motivation.”
Terrell Bell
Former Secretary, U.S. Dept. of Education

Think of a time when you were extremely
motivated to learn. It might have been
in preparation for your driver’s license or
the winter you learned to ski.
› Why were you motivated to learn?
› What supported you in your learning?
› What made it a successful experience?
Try to relate your experiences to what
you do every day in your classroom.

All students, especially underachievers,
need 5 C’s:
› Control—student-centered learning and
›
›
›
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instruction emphasized
Choice—student interests and learning
preferences are part of learning experiences
Challenge—flexible, differentiated learning
experiences are provided
Complexity—novel, authentic, abstract, openended experiences are provided in a variety of
forms including in-depth studies, contests, &
higher-level-thinking skills
**Caring—fair, flexible, humorous, nonjudgmental, respected and respectful
Control Choice
Challenge Complexity
Caring
Flexible Grouping
X
X
X
X
XX
Curriculum
Compacting
X
X
X
X
XX
Tiered
Assignments
X
X
X
X
XX
Independent
Study
X
X
X
X
XX
Honors Classes
X
X
X
XX
Pre-assessment
X
X
X
Higher-level
Thinking Tasks
X
X
X
X
XX
Creative Thinking
Tasks
X
X
X
X
XX
Project-based
Learning
X
X
X
X
XX
XX
1. Flexible
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2.
Grouping
Interest
Achievement level
Activity
Learning preference
Special needs
Curriculum Compacting (skill work)
 Used in conjunction with pre-assessment
 Skills already mastered are removed
 Time for independent study/projects
Tiered assignments are
used in lessons when all
students are focused on
the same content, essential
understandings, or key
skills, but students work
on parallel tasks that
vary based on readiness,
interests, or learning
profile.
Tier A – structured, teacherdirected
Tier B – little prompting to
organize ideas
Tier C – challenging, openended, student-selected
Frequent assessment guides instruction.


Formal and informal
Pre-, formative, and summative
Types of Pre-assessment
The T-W-H Chart (Think I know, Want to know, How I
would like to learn about it)
 Open-ended Writing (5-minute time limit)
 End-of-unit or chapter assessment as pretest
 Learning Preference and Interest Inventories
 Five Most Difficult Questions (timed, of course)

Exploration of student interests
 Pre-assessment of student content
knowledge
 Career exploration
 Real-world experiences
 Study and organizational skill instruction
 Educational time spent with other
capable students

Show acceptance and caring
 Focus on the positive and on strengths.
 Keep problems private.
 Maintain contact with parents/guardians.
 Keep student involved and interested;
focus on process as well as the product
 Provide variety and choice


Keep your expectations high and the
learning rigorous.
›
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›
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Provide models of work expected
Provide descriptive feedback
Teach student to self-assess
Use recovery, redo, and do-over points
Enlist student in record-keeping
Utilize one-on-one conferences
Adjust your curriculum to make learning
appropriate and relevant.
 Create challenge, variety and opportunity
for students to utilize strengths and interests
to improve school performance and
facilitate in-depth learning.


In pairs or on your own, create a cinquain
poem that reflects what you have learned,
will implement, or will think more about as a
result of your participation in this session.
FORMAT:
one word
two words
three words
four words
one word
Promote extra-curricular participation
 Mentoring
 Counseling

› Goal: To reverse counterproductive habits
and thinking.
› Focus on
 Student’s strengths
 “Making sense” of the factors involved and
reframing as necessary
 Moving forward
 Empowerment—living “on purpose”

Counseling (continued)
› Family counseling may be in order when
serious family issues are involved
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Teach positive communication strategies
Re-establish healthy family hierarchy and roles
Strengthen family leadership
Teach positive parenting skills
Help parents understand themselves and child
Clarify personal boundaries
Raise awareness of parental messages
Help parents “give permission“ to achieve
“Children are not born
underachievers.
Underachievement is
learned, therefore it can
be unlearned.”
(Davis and Rimm, 2004, p. 317)
Kristen Seward
[email protected]
Purdue University, Educational Studies
Gifted Education Resource Institute
Beering Hall of Liberal Arts and Education
100 N. University Street, Room 5113
Purdue University
West Lafayette, IN 47907
Tel: (765) 494-7241, Fax: (765) 496-2706
http://www.geri.education.purdue.edu
Like us on Facebook: GERI
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Heacox, D. and Cash, R. (2014). Differentiation for Gifted Learners.
Hoover-Schultz, B. (2005). Gifted underachievement: Oxymoron or enigma? In
Johnsen, S. & Kendrick, J. (Eds.) Teaching Strategies in Gifted Education . Waco,
TX: Prufrock Press.
Long, C. (2013). Are we failing gifted students? National Education Association.
http://neatoday.org/2013/09/18/are-we-failing-gifted-students/
McCall, R.B., Evahn, C., & Kratzer, L. (1992). High School Underachievers: What Do
They Achieve As Adults? Newbury Park, CA: Sage Publications.
Peterson, J.S. (2000). A Follow-Up Study of One Group of Achievers and
Underachievers Four Years After High School Graduation. Roeper Review, 22(4),
217-224,
Peterson, J.S. & Colangelo, N. (1996). Gifted Achievers and Underachievers: A
Comparison of Patterns Found in School Files. Journal of Counseling and
Development, 74, 399-407.
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students:
What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.
The Center for Comprehensive School Reform and Improvement. (2008). Issue
brief: Gifted and talented students at risk for underachievement. Washington,
D.C.: Learning Point Associates and SEDL for the U.S. Department of Education.